THE USE OF THE MATHEMATICAL BLOCKING GAME AS A PEDAGOGICAL TOOL IN TEACHING PERCENTAGE
DOI:
https://doi.org/10.66104/tqb1wq37Keywords:
Mathematics Education; percentage; didactic games; High School.Abstract
This study investigates the use of the Bloqueio Matemático game as a pedagogical strategy for teaching percentages in upper secondary education. The research was conducted with Year 12 students at the Federal Institute of Piauí, Floriano campus, adopting a mixed-methods approach of a descriptive nature. Data collection comprised a pre-test, the implementation of the game, and a post-test, in addition to participant observation throughout the activity. The game was employed as a teaching resource to address problem-based situations involving percentages, interest, discounts, increases, and elements of probability, with the aim of relating mathematical content to everyday experiences. The results indicate a notable improvement in student performance, with the proportion of correct responses increasing from 58.6% in the pre-test to 77.6% in the post-test, alongside a reduction in errors from 38.2% to 17.1%. Furthermore, greater student engagement was observed, as well as enhanced peer interaction and a more confident application of mathematical procedures in problem-solving. It is concluded that Bloqueio Matemático demonstrates pedagogical potential in promoting a more engaging and contextualised approach to teaching percentages, particularly when aligned with clearly defined objectives and supported by effective teacher mediation.
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Copyright (c) 2026 Gildon César de Oliveira Oliveira, André Luís Ferreira de Carvalho Melo, Marcelo Teixeira Carneiro, Fábio Pinheiro Luz, Carolyne de Oliveira Mendes, Carla Thaíla da Silva Pereira, Laisa Pereira da Silva, Thairo Mateus Ferreira dos Santos Carvalho de Souza
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